PEMBELAJARAN BRBASIS MASALAH (PROBLEM BASED LEARNING) TERHADAP HASIL BELAJAR MATEMATIKA SISWA TUNARUNGU KELAS IV

Abstract Mathematic was found a lesson which was difficult to be understood and often caused many problems which was difficult to be solved. As the mathematic meaning, the students were demanded to have abstract thinking skill. It became the problem for the hearing impairment students in understanding mathematic concept. Because of their hearing impairment, the hearing impairment students had difficulty in receiving information process in order to make their cognitive development disturbed which caused the academic achievement decreased and the learning result tended low. The purpose of this research was to observe whether there was the influence of learning based problem toward learning result to the fourth class students in SDLB B Dharma Wanita Sidoarjo regency or not. This research applied quantitative approach with pseudo-experiment and the design was “the one group pre test post test design” that was an experiment which was done to a group without using control or comparer group. The subject research was the fourth class of hearing impairment students in SDLB B Dharma Wanita Sidoarjoregency i.e. 6 hearing impairment students. The data analysis used sign test formula. The counting result obtained from the data analysis i.e. critic value 5% for two sides (1,96) was a reality that Z value obtained in counting was ZH=2,05 > critic value 5% two sides (1,96) so that the null hypothesis (Ho) was refused and the work hypothesis (Ha) was accepted. The result of this research was “there was significant influence toward learning mathematic result through learning based problem to the fourth class students in SDLB B Dharma Wanita Sidoarjo regency”. This research conclusion was that there was enhancement of learning mathematic result after being given treatment with learning based problem to the fourth class students in SDLB B Dharma Wanita Sidoarjo regency.     Keywords : Mathematic, Learning Based Problem . &nbsp